Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/4125
Title: Singapore teachers' characterisation of historical interpretation and enquiry: enhancing pedagogy and pupils' historical understanding
Authors: Tan, Doreen
Keywords: Others
Issue Date: Jul-2005
Abstract: For many years, teachers in Singapore have been teaching history as a subject where there is a body of facts that pupils have to remember and recall during examinations. The majority of these teachers were also taught history in a similar manner. In 1998 syllabus revisions took into account the need to include the process of history. Assessment changed and pupils were expected to answer a compulsory sourcebased question. This revision was introduced to schools for the graduating classes in 2001. The first cohort of pupils to sit for national examinations and to answer compulsory source-based questions was 2002. However, because of the lack of lead time from syllabus implementation to the first national examinations, teachers were trained only in setting source-based examination questions and how to mark source-based questions. It is difficult for these teachers to 'know' how to teach historical understanding skills like interpretation and enquiry without proper training given to them. This paper discusses a continuing study and the initial findings on teacher characterisation of historical interpretation and enquiry, four years after source-based questions were included into the syllabi. Based on a pilot study of the research this paper discusses two teachers' characterisation of historical interpretation and enquiry and talks about the implications on this characterisation in training pupils for historical understanding.
Description: NOTE: Report access is restricted. For more information on the said project, please contact oer.rsu@nie.edu.sg
URI: http://hdl.handle.net/10497/4125
Project number: CRP 7/04 THD
Appears in Collections:CRPP - Research Reports

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